PDFs are a widely used format for delivering instructional content. In order for PDFs to be accessible, they must be created or remediated with accessibility in mind. PDF generated from accessible source documents (Word, PowerPoint, InDesign) often require relatively little touch up to become accessible. Downloaded image PDFs and scanned documents need to have optical character recognition (OCR) performed to ensure that the text can be accessed and read by assistive technologies. Once text is available, it needs to be properly tagged and ordered to make sense for assistive technology users. Resources on how to create accessible PDFs are found below.

Converting PowerPoint to an accessible PDF

You may have a very accessible PowerPoint presentation, but there are some specific actions that you must take to ensure the accessibility features are transferred when converting to PDF.

To save your PowerPoint slides in PDF format (this is one of several methods):

Step 1: Click File, then select Save As and then indicate where to save the file and type a name for the file (if needed).

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Step 2: Below the File name field, click the Save as type field to open the list of options and choose PDF.

• NOTE: for more latest versions of Office (Office 365, Office 2019 and later) you may need to click “More Options” under the file type field to see the full dialog.

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Step 3: After you have specified PDF as the file type, an Options button will appear.

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Step 4: Click Options and be sure to check the box next to Document structure tags for accessibility.

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Step 5: Click OK, then click Save.

NOTE: Never use the print menu to create a PDF intended to be accessible (via clicking File, then Print, then choosing PDF instead of selecting a printer). This creates an inaccessible image as the PDF.

To save your PowerPoint as notes pages, handouts or an outline in PDF format:

Step 1: Click File, select Save As, and then indicate where to save the file and type a name for the file (if needed).

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Step 2: Below the “File name” field, click the Save as type field to open the list of options and choose PDF.

• NOTE: for more latest versions of Office (Office 365, Office 2019) you may need to click More Options under the file type field to see the full dialog.

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Step 3: After you have specified PDF as the file type, an “Options” button will appear.

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Step 4: Click Options and be sure to check the box next to “Document structure tags for accessibility”.

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Step 5: Use the drop down arrow next to the “Publish what” field to select handouts, notes page, or outline. If selecting handouts, options to specify the number of slides per page and orientation will become active. Select options based on your preferences.

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Step 6: Click OK, then click Save.

NOTE: Never use the print menu to create a PDF intended to be accessible (via clicking File, then Print, then choosing PDF instead of selecting a printer). This creates an image of the PDF, which is inaccessible.

Options to avoid scanned documents in PDF format

Linking to the journal article allows students to choose whether to read it online (HTML or PDF) or to get and/or print it if they wish. Subject matter librarians can assist determining if we have access to the journal and if a permalink can be generated so that the content can be accessed both on and off campus.

Hand-written materials

Some instructional material comes in the form of hand-written notes, etc. If/when this content can be converted to text, it is far more accessible. In some disciplines, this can be nearly impossible to do, and scanning may be the best way to make it available to students. Contact the Office of Digital Learning, Instructional Design and Educational Technology team (odl@unr.edu) for guidance about how to make students aware of potential accessibility limitations and options for obtaining support.

Documents with a digital source

When the source file for a document is available, it’s recommended to add as much accessibility support to the source material and provide it in the source format (e.g. Word, LaTeX if students in the course know LaTeX, etc.) or convert to PDF and make the PDF as accessible as possible. Printing and then scanning one of these documents or choosing “Print” and selecting PDF as the printer, which generates an inaccessible image, should be avoided.

Copies of documents where the is no digital source

For some documents, there is no digital source or it has been lost. In many of these cases, a PDF version of the document can be made more accessible using Adobe Acrobat Pro (also called Acrobat DC). You will need a copy of Acrobat Pro because PDF remediation for accessibility cannot be done with the free Adobe Acrobat Reader.

Checking and Remediating PDFs for accessibility

Accessible PDFs will have the features listed below. If what you read here seems foreign to you, we recommend attending a PDF Remediation for Accessibility training, available from the Office of Digital Learning (ODL) Digital Accessibility Training Sessions page.

1. The initial view is set to the document title and not the file name.
   • To set the title, go to File, then Properties, then enter the appropriate title in the Title field under the Description tab.
   • Setting the initial view to display the title can be done in a couple of ways:
     1. Go to File, then Properties, then the Initial View tab and change the Show setting from File Name to Document Title.
     2. Run the Accessibility Check feature from the Accessibility tool. If the title fails, right click and select Fix. The document will automatically display the title entered per instructions in the first bullet for this section.
2. Document language is specified.
   • If using the Make Accessible feature from the Action Wizard, you will be prompted to specify the document language.
   • If using any other approach, run the Accessibility Check feature from the Accessibility tool. If the language fails, right click and select Fix and you will be prompted to specify the document language.
3. Tagging structure falls under a document tag.
   • If all content is NOT nested under a <Document> tag, right click Tags at the top of the Tags tree, choose New Tag and click the dropdown arrow in the Type field. Choose Document. The field for Title is optional, and typically unnecessary. Next, nest the <Document> tag directly under Tags, then select all the tags (use Shift key to select en masse) and nest the content under the <Document> tag.
4. Document has headings, and headings are used properly.
   • Follow web accessibility best practices for heading structure. The Reading Order tool in the Accessibility toolset can be used to specify a heading level.
     • Alternatively, you can right click an existing tag, select Properties and use the dropdown arrow in the Type field to choose the appropriate heading level.
5. All figures/images have a text equivalent (also known as image descriptions or alternative text).
   • To tag visual elements as Figures, use the Reading Order feature from the Accessibility tool, right click on the figure tag and select Edit Alternate Text. Type the appropriate alt text in the Alternate Text field and choose OK.
     • Alternatively, you can run the Accessibility Check feature from the Accessibility tool. If it shows “Figures alternate text – Failed,” drill down to each failed image, right click and select Fix. You will be prompted to specify the alt text in the Alternate Text dialog box that appears. Click Save & Close when done.
     • NOTE: do not select the “Decorative figure” checkbox to background/artifact an image in this dialog box. This feature DOES NOT currently work as well as it should (Adobe is aware).
6. Content is tagged properly by content type (paragraphs, lists, links, etc.).
   • Learn how to change content types as needed using the Reading Order feature in the Accessibility tool and/or manually adjust tags via right clicking existing tags, selecting Properties and selecting the appropriate tag type.
7. Table content has headers specified and the scope set.
   • Do NOT simply change table data cells <TD> to table heading cells <TH> in the tagging structure under their respective table rows <TR>, which are nested under the table <Table> tags – this will not specify the scope.
   • Learn to use the Table Editor using the Reading Order feature in the Accessibility tool so you can access the Table Cell Properties. This is where you can specify the appropriate scope, adjust the row or column span for merged cells, and specify cell to header associations for tables with multiple levels of heading and merged cells.

For hands-on instruction on how to accomplish these techniques, sign up for our PDF Remediation for Accessibility workshop at the ODL Workshops and Training page.

Student response systems are tools that can be used in online or face-to-face teaching scenarios to facilitate interactivity, enhance feedback processes on multiple levels, and collect data from students.

Ten ways academics use SRS 

The list below is a summary of ways practitioners commonly use Student Response Systems. It is not a finite list and new practices are being developed all the time. Greater detail on many of the practices below can be found in the written report and recorded presentations sections below. 

Basic practices 

The following practices can be introduced into teaching with minimal training and up-front investment of time: 

1. Check students' prior knowledge when starting a new topic, so the material can be pitched appropriately. 
2. Check that students adequately understand the ideas and material being presented before moving on. 
3. Run formative in-class quizzes on the subject just covered and give immediate corrective feedback. 
4. Monitor a group of students' progress throughout the year, through general observation of SRS activity outcomes and/or formal review of results. 

Advanced practices 

These practices require more confidence at using the technology and/or investment of time to develop materials. 

5. Remodel (flip) lectures. Students engage with the content before a session (eg through reading, doing exercises, watching a video). The session then becomes a series of interactive activities facilitated through various SRS techniques, which are designed to check that students have done the pre-session activity, diagnose the aspects they need help with the most, and achieve deeper learning. 
6. Collect unit/element feedback from students. In contrast to other methods, such as online surveys, use of TurningPoint achieves high response rates, enables immediate analysis, and allows additional probe questions. A number of techniques exist to capture quality comment and narrative, such as open questions, use of paper, and follow-up student focus groups. 
7. Monitor individual students' progress throughout the year (requires identifying them in the system). 
8. Track student attendance at practical classes. 
9. Transform multiple small-group tutorials into fewer larger ones, to reduce pressure on staff and physical space resources. Use of various SRS techniques retains educational effectiveness and student satisfaction. 
10. Facilitate case-based learning (CBL) in large groups. CBL requires a high level of interaction between students and tutor, so is usually only effective when used with small student groups. However, use of various basic SRS techniques makes it possible to effectively implement CBL for larger groups, which significantly reduces pressure on resources. 

Written report 

Benefits of Student Response Practices (PDF) - a short written report on the benefits of using the TurningPoint student response system, lessons learned and feedback from students, as seen at an academic show-and-tell event (2014).

Recorded presentations by academics 

The following are presentations given by academics at our most latest SRS practice show-and-tell event. 

September 2015

(nine presentations of around 23 minutes each) 

• Poll Everywhere, a web-based in-class polling system that students access via their smartphones or tablets: Dr Mike Barton, Merchant Venturers' School of Engineering 
• E-voting to facilitate development of clinical diagnostic reasoning skills: Dr Barbara Laue & Professor Judy Harris, School of Social and Community Medicine & School of Physiology and Pharmacology 
• Using Learning Catalytics to support teaching and learning with Eric Mazur's peer instruction approach: Dr Mike Barton, Merchant Venturers' School of Engineering 
• Using TurningPoint's ResponseWare for feedback, motivation and engagement: Professor Alvin Birdi, School of Economics, Finance and Management 
• Use of TurningPoint in a large-group tutorial quiz/revision session: Dr Lauren Goodhead, School of Physiology and Pharmacology 
• Adding the element of competition: Liz Gaze, Centre for Comparative and Clinical Anatomy 
• Integrating TurningPoint within a case-based approach to help develop clinical problem-solving skills: David Tisdall, School of Veterinary Sciences 
• Providing feedback to the masses: Liz Gaze, Centre for Comparative and Clinical Anatomy 
• Using an audience response system in facilitated case-based learning sessions: Professor Sarah Baillie, School of Veterinary Sciences 

Published paper and articles 

Numerous generic and subject-specific research papers and articles on clickers are available at Vanderbilt University's classroom response system bibliography. 

Domestic and family violence is an abhorrent crime. It causes immeasurable damage at every level of our communities and is related to approximately 40% of all homicides. Consequently, the NSW Police Force is committed to reducing domestic and family violence, and ensuring a swift and appropriate response to victims of this complex crime.

Responding to domestic and family violence incidents is a frequent and significant component of a police officer’s work. Invariably the circumstances are highly emotionally charged and that can create volatile and unpredictable situations for first responders as well as for victims and their families.

The Code of Practice reflects our commitment to building trust and confidence in the NSW Police Force amongst victims of personal violence with the aim of increased reporting and legal action rates.

Download the full Code of Practice (PDF)

Confidentiality is an important aspect of counseling. This means that under normal circumstances no one outside the Counseling Center is given any information — even the fact that you have been here — without your expressed written consent. Our primary goal is to provide you with a safe environment in which you feel comfortable to discuss your concerns.

The Counseling Center staff members follow the professional, legal and ethical guidelines of the American Psychological Association and the state of Pennsylvania. As a part of our service provision, we are required to maintain confidential records of all counseling sessions. This information is not included in your academic record, and it is not available to any other office on campus without your expressed written permission.

Please be aware that there are certain circumstances in which therapists are required to breach confidentiality without a client's permission. Therapists are mandated to report certain information in which there is the possibility of harm to a client or to another person, in cases of child or elder abuse, or under court order. Your therapist will explain these situations to you in your first meeting. You may also refer to the Counseling Center's Notice of Privacy Practices statement for more information.

Please get copies of our Notice of Privacy Practices and forms for your records: